Reflection report for an applied research project

Reflection My research study, EFL peer feedback in a Belgian EFL classroom, was informed by my philosophy of science. I am guided by the philosophy to produce findings that can directly impact educational practices. This is why, the entire research plan starting from the topic introduction to results and discussion, was a result of a thorough preliminary research whereby a problem (poor writing skills among EFL writers) was identified. Guided by the positivist paradigm, which emphasizes empirical evidence and aligns with my beliefs, I gathered data through experimentation and observation to test solutions to my identified problem. In addition to the positivist paradigm, critical theory played a role in the formulation of my research as I was able to question established norms and examine the power dynamics within the field of education. This critical perspective majorly informed my research agenda, leading to exploring issues of equity and social justice within the context of English teaching. With the selected experiment design method, I sought ways to understand the extent to which EFL peer feedback can help improve students' independent writing skills. Preliminary research indicates that lack of peer feedback blocks EFL learners from feedback that could improve their writing skills in structure, content, grammar, language, vocabulary, complexity, organization, and accuracy. As a result, my research proposed an integration of EFL peer feedback and peer review into EFL teachings alongside examining its impact on EFL student's writing skills. With this research falling under the critical para...